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Transcript of Pennsylvania Training and Technical Assistance Network Classroom Management for Coaches: Targeted...
Pennsylvania Training and Technical Assistance Network
Classroom Management for Coaches: Targeted Assistance for the Classroom Teacher
May 18, 2011Dennis C. Cullen M.A., BCBA
PAPBS Implementer’s Forum
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the
Bureau of Special Education, and to build the capacity of local
educational agencies to serve students who receive special
education services.
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary
Aids and Services before considering a more restrictive environment.
Objectives
• Define the elements of effective classroom management
• Describe the use of checklists and tools for coaching around classroom management
Evidence
Evidence-based Practices in Classroom Management: Considerations for Research to PracticeSimonsen, Brandi; Fairbanks, Sarah; Briesch, Amy; Myers, Diane; Sugai, George Aug 1, 2008 Education & Treatment of Children
• Meta-analysis of evidence-based effective classroom management practices
Evidence-Based Practices
1. Maximize structure 2. Post, teach, review, monitor, and
reinforce a small number of positively stated expectations
3. Active engagement4. Acknowledge appropriate behaviors5. Establish continuum of strategies to
respond to inappropriate behavior
MAXIMIZE STRUCTUREEvidence-Based Practices
Maximize structure
• Structure– Amount of teacher or adult-directed activity– Explicitly defined routines– Design and physical arrangement of
classroom• Permanent structures• Placement of furniture• Traffic flow• Teacher/student areas• Visual displays
MINIMIZE CROWDING
& DISTRACTION
Maximize Structure
• More Structure– More appropriate academic & social
behaviors– Greater task involvement– Friendlier peer interaction– More helpful behaviors – More attentive behavior – Less aggression
POSITIVELY STATED EXPECTATIONS
Evidence-Based Practices
Positively Stated Expectations
• Post• Teach• Review • Monitor• Reinforce
Positively Stated Expectations
Positively Stated Expectations
• Post• Teach• Review • Monitor• Reinforce
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Positively Stated Expectations
• Pairing RULE-INSTRUCTION with FEEDBACK and REINFORCEMENT leads to the largest gains.
• Active Supervision - decreases in classroom-wide minor behavioral incidents.
ACTIVELY ENGAGE STUDENTS
Evidence-Based Practices
Actively Engage Students
• Increased pace for opportunities to respond– Increase on-task behavior– Increase in academic engagement– Decrease in disruptive behavior– Increase in number of correct responses
Actively Engage Students
• Opportunities to Respond• Direct Instruction• Peer tutoring• Computer Assisted Instruction• Guided Notes
ACKNOWLEDGE APPROPRIATE BEHAVIOR
Evidence-Based Practices
Acknowledge Appropriate Behavior
• Continuum– RANGE of evidence-based strategies
– Focus on identifying and recognizing APPROPRIATE classroom behavior
Acknowledge Appropriate Behavior
• Specific Contingent Praise• Group Contingencies• Behavior Contracts• Token Economy Systems
RESPONDING TO INAPPROPRIATE BEHAVIOR
Evidence-based Practices
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Responding to Inappropriate Behavior
• Continuum– Range of evidence-based strategies
– Decrease the likelihood of inappropriate behavior
Responding to Inappropriate Behavior
1. Brief, contingent, & specific error correction
2. Performance feedback3. Differential reinforcement4. Planned ignoring5. Response cost6. Time out from reinforcement
Responding to Inappropriate Behavior
• Brief, Contingent, & Specific Error Correction– Informative statement – States the observed behavior– Informs what should be done in the future– CONCISE
• E.g. “Diane, you called Dennis a disrespectful name. If Dennis is bothering you, you can let him know that he needs to stop. If he doesn’t stop, you can get help from an adult.”
Responding to Inappropriate Behavior
• Performance Feedback– Provide students with data about target
behavior– Teacher specifies
• Target behavioral criterion• Reward if criterion is met
– Can be used to track positive behaviors
Responding to Inappropriate Behavior
• Differential Reinforcement – CONTINGENT reinforcement when student engages in– Low rates of an undesired behavior– Behaviors other than the undesired
behavior– An alternative behavior– An incompatible behavior
Responding to Inappropriate Behavior
• Planned Ignoring– Systematically withhold attention from a
student WHEN he or she performs the undesired behavior
Responding to Inappropriate Behavior
• Response Cost – when a stimulus (token) is removed contingent upon the student engaging in undesired behavior – Related to
• Value of tokens & Reinforers• Rate & schedule the student can earn tokens
Responding to Inappropriate Behavior
• Time out from Reinforcement – student removed from reinforcing environment to a less reinforcing environment contingent upon an undesired behavior
COACHING CLASSROOM MANAGEMENT
Targeted Support
Coaching Classroom Management
• Checklists– Classroom Management: Self-
Assessment Revised– Geoff Colvin's Classroom Strategies
(adapted)– Best Practice Classroom Management
Checklist– FLPBS Project Classroom Assistance Tool
Coaching Classroom Management
• Activity Directions– Review the Checklists– Complete the Table
• Identify advantages• Identify disadvantages• Identify how you as a coach might use one of
the tools• BE PREPARED TO SHARE!
• You may work individually or in teams. Have completed worksheet when done.
Objectives
• Define the elements of effective classroom management
• Describe the use of checklists and tools for coaching around classroom management
Contact Information www.pattan.net
Dennis C. [email protected] ext. 7232
Commonwealth of PennsylvaniaTom Corbett, Governor
Pennsylvania Department of EducationRonald J. Tomalis, Secretary
Carolyn C. Dumaresq, Ed. D., Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education